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TEACHING TECHNIQUES FOR ELEMENTARY BAND Clinician: Todd Livingston and members of the Edison Eagle Band

BACKGROUND INFORMATION

•  Arizona State University (2009, 2012)

•  Coolidge Unified School District (2009-2012) •  2 elementary schools, 1 middle school

•  Mesa Public Schools (2012-present) •  4 different elementary schools, 1 junior high

BAND DELIVERY SYSTEM

•  Band starts in 5th grade, pullout classes.

•  Twice per week, 30 minutes per class.

•  Students come to band by classroom.

•  Two short concerts/performances/informances per year.

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PHILOSOPHY

•  There is an instrument for every single student. They just have to find it.

•  Every student can learn to play. Music is a skill.

•  Every student wants to be successful. It’s our job to get them there.

•  Connect band concepts to concepts introduced in general music.

•  Slow progress is completely fine. Slow progress is still progress!

5TH GRADE BAND

•  Day 1 – instrument demonstration

•  Day 2 - 5 – instrument tryouts and signup forms

•  Day 6 - 7 – Instrument Assembly and Care

5TH GRADE BAND

•  1st week in September – first sounds on mouthpieces and rhythmic echoes •  2nd-3rd weeks in September – first three notes

•  Demonstration of daily class warm-up (5th AND 6th)

•  “Warm-up sections” - rhythm

•  Singing in solfege echoes

•  Instrumental echoes

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5TH GRADE BAND

•  4th week in September – first song

Old man there,

Sitting on a log,

Wastin’ his time,

Wastin’ his time!

•  Singing… solfege… wind-pattern… play!

5TH GRADE BAND

•  Hot Cross Buns – long tones

•  Frog in the Meadow – rests

•  Mary Had a Little Lamb – add “sol”

•  Jingle Bells – add “fa”

•  Review concepts until concert

Fifth Grade Band Curriculum Guide

Fifth grade students attend two thirty-minute band classes per week. Students are actively engaged in learning to play one of the following instruments: flute, oboe, clarinet, bass clarinet, alto saxophone, tenor saxophone, trumpet, French horn, trombone, baritone horn, tuba, percussion.

Music concepts are taught and reviewed throughout the year.

5TH GRADE BAND

•  Students need time to process new information.

•  Slow progress and attention to detail in the beginning can lead to increased confidence later on.

•  Keeping students engaged with simple activities in 1st quarter can be challenging. Some students are ready to jump ahead a little, let them!

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5TH GRADE BAND

•  Musical notation – January

•  Continue singing!

•  Demonstrate – “Scale” #1

•  Flash cards for learning note names

5TH GRADE

•  Link new knowledge to previous knowledge/experience.

•  Twinkle Twinkle Little Star – scalar patterns (demonstration)

•  Continuous questions keep students thinking. •  When are we skipping notes, and when are we stepping between them? •  What does this pattern of notes look like? •  How is this similar to what we just did?

6TH GRADE

•  I typically have to handle a more jumbled instrumentation, due to classroom assignments.

•  Allow 6th students to start band for the first time.

•  Prioritize 6th grade school instruments over 5th grade. They are the ones moving on to the junior high first.

•  Get them reviewing material and playing as soon as possible.

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6TH GRADE

•  Switching instruments… potentially annoying but necessary!

•  6th grade needs to move faster, if at all possible.

•  Additional concerts (feeder events, school events, etc.)

6TH GRADE

•  Use the simple songs in new ways.

•  Duets, trios, partner songs, and rounds are your best friends.

•  Itsy Bitsy Spider (demonstration by 6th grade)

6TH GRADE

•  Introduction of minor keys

•  Hey Ho, Nobody’s Home (round) (demonstration) •  Discussion about orchestrations… which sounds better to you?

•  Introduction of first Major Scale •  B-flat major

•  Liza Jane (demonstration) •  Study in articulation speed

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6TH GRADE

•  Full ensemble music

•  If I choose to use any over the course of the year, it does not exceed grade ½

•  Typically stick with unison songs, rounds, partner songs.

• Occasionally I will arrange something, but my arranging “experiements” max out at two independent parts plus percussion.

ACKNOWLEDGEMENTS

• Thank you to our chaperones! • Mrs. McElhaney and Mrs. Andrews

• Alex MacDonald, principal Edison Elementary • Ruth Argabright, Music Education Coordinator, Mesa

Public Schools

SESSION PLUG ☺

•  Saturday, 8:30AM – Yuma Room

•  “Tricks of the Trade: Teaching Instrumental Music in Title I Schools” • Ann Haenfler, Michele Kalo, Todd Livingston

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QUESTIONS OR COMMENTS

• Feel free to contact me at any time.

• JTLivingston@mpsaz.org

• www.mpsaz.org/arts/music/staff/JTLivingston

TEACHING TECHNIQUES FOR ELEMENTARY BAND Clinician: Todd Livingston and members of the Edison Eagle Band

BACKGROUND INFORMATION

•  Arizona State University (2009, 2012)

•  Coolidge Unified School District (2009-2012) •  2 elementary schools, 1 middle school

•  Mesa Public Schools (2012-present) •  4 different elementary schools, 1 junior high

BAND DELIVERY SYSTEM

•  Band starts in 5th grade, pullout classes.

•  Twice per week, 30 minutes per class.

•  Students come to band by classroom.

•  Two short concerts/performances/informances per year.

PHILOSOPHY

•  There is an instrument for every single student. They just have to find it.

•  Every student can learn to play. Music is a skill.

•  Every student wants to be successful. It’s our job to get them there.

•  Connect band concepts to concepts introduced in general music.

•  Slow progress is completely fine. Slow progress is still progress!

5TH GRADE BAND

•  Day 1 – instrument demonstration

•  Day 2 - 5 – instrument tryouts and signup forms

•  Day 6 - 7 – Instrument Assembly and Care

5TH GRADE BAND

•  1st week in September – first sounds on mouthpieces and rhythmic echoes •  2nd-3rd weeks in September – first three notes

•  Demonstration of daily class warm-up (5th AND 6th)

•  “Warm-up sections” - rhythm

•  Singing in solfege echoes

•  Instrumental echoes

5TH GRADE BAND

•  4th week in September – first song

Old man there,

Sitting on a log,

Wastin’ his time,

Wastin’ his time!

•  Singing… solfege… wind-pattern… play!

5TH GRADE BAND

•  Hot Cross Buns – long tones

•  Frog in the Meadow – rests

•  Mary Had a Little Lamb – add “sol”

•  Jingle Bells – add “fa”

•  Review concepts until concert

Fifth Grade Band Curriculum Guide

Fifth grade students attend two thirty-minute band classes per week. Students are actively engaged in learning to play one of the following instruments: flute, oboe, clarinet, bass clarinet, alto saxophone, tenor saxophone, trumpet, French horn, trombone, baritone horn, tuba, percussion.

Music concepts are taught and reviewed throughout the year.

5TH GRADE BAND

•  Students need time to process new information.

•  Slow progress and attention to detail in the beginning can lead to increased confidence later on.

•  Keeping students engaged with simple activities in 1st quarter can be challenging. Some students are ready to jump ahead a little, let them!

5TH GRADE BAND

•  Musical notation – January

•  Continue singing!

•  Demonstrate – “Scale” #1

•  Flash cards for learning note names

5TH GRADE

•  Link new knowledge to previous knowledge/experience.

•  Twinkle Twinkle Little Star – scalar patterns (demonstration)

•  Continuous questions keep students thinking. •  When are we skipping notes, and when are we stepping between them? •  What does this pattern of notes look like? •  How is this similar to what we just did?

6TH GRADE

•  I typically have to handle a more jumbled instrumentation, due to classroom assignments.

•  Allow 6th students to start band for the first time.

•  Prioritize 6th grade school instruments over 5th grade. They are the ones moving on to the junior high first.

•  Get them reviewing material and playing as soon as possible.

6TH GRADE

•  Switching instruments… potentially annoying but necessary!

•  6th grade needs to move faster, if at all possible.

•  Additional concerts (feeder events, school events, etc.)

6TH GRADE

•  Use the simple songs in new ways.

•  Duets, trios, partner songs, and rounds are your best friends.

•  Itsy Bitsy Spider (demonstration by 6th grade)

6TH GRADE

•  Introduction of minor keys

•  Hey Ho, Nobody’s Home (round) (demonstration) •  Discussion about orchestrations… which sounds better to you?

•  Introduction of first Major Scale •  B-flat major

•  Liza Jane (demonstration) •  Study in articulation speed

6TH GRADE

•  Full ensemble music

•  If I choose to use any over the course of the year, it does not exceed grade ½

•  Typically stick with unison songs, rounds, partner songs.

• Occasionally I will arrange something, but my arranging “experiements” max out at two independent parts plus percussion.

ACKNOWLEDGEMENTS

• Thank you to our chaperones! • Mrs. McElhaney and Mrs. Andrews

• Alex MacDonald, principal Edison Elementary • Ruth Argabright, Music Education Coordinator, Mesa

Public Schools

SESSION PLUG ☺

•  Saturday, 8:30AM – Yuma Room

•  “Tricks of the Trade: Teaching Instrumental Music in Title I Schools” • Ann Haenfler, Michele Kalo, Todd Livingston

QUESTIONS OR COMMENTS

• Feel free to contact me at any time.

• JTLivingston@mpsaz.org

• www.mpsaz.org/arts/music/staff/JTLivingston